Directed Reading-Thinking Activity

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Directed reading-thinking activity
Sterando Davis
University of Phoenix Online
MTE 542
Reading Strategies for Secondary Settings
Myrna Karp
July 7, 2010
Directed reading-thinking activity
The learning atmosphere created for a Directed Reading-Thinking Activity (DR-TA) is paramount in the instructional practice and strategy’s success. The DR-TA is used to foster critical awareness by moving students through a process that involves prediction, verification, judgment, and ultimately extension of thought. It improves reading and supports readers at all levels. The method works well for readers at all grade levels and ability levels, as well with a range of texts. It also allows readers to self-assess their level of understanding prior to continuing or, should the results prove unsatisfactory, return to the confusing parts for further clarification. As teachers use pre-reading, guided reading, and post-reading strategies, students will learn, practice, and internalize these strategies that are essential lifelong learning skills for reading, writing, understanding, and interpreting content specific materials. Students are administered an inventory of strategies used during in-classroom reading studies. Strategies—pre-reading, guided reading, and post-reading—are applied to the content area of English literature. This class is designed to give students the necessary skills of previewing and reviewing printed text, activating prior knowledge, processing and acquiring new vocabulary, organizing information, understanding visual representations, self-monitoring, and reflecting. The book used for this class is Lewis, (1950), The Chronicles of Narnia: The Lion, the Witch and the Wardrobe. The chapter selected is chapter one and two: Lucy looks into the wardrobe, and what Lucy found there.


Pre-reading strategies are often addressed in lesson plans prior to the start of a novel or a chapter in a novel. Examples of these lesson plans include implementation of anticipation guides and pre-reading guides. In the case of The Lion, the Witch, and the Wardrobe, these strategies are implemented before students begin reading chapters one and two. The readers are prepared for The Lion, the Witch, and the Wardrobe by asking the students to respond to a series of statements before reading the text (Vacca and Vacca, 2005). These questions have been developed in an attempt to help students to activate prior knowledge using an anticipation guide (see Appendix A). Pre-reading—anticipation guides

Students are asked to agree or disagree with certain statements regarding chapters one and two. After reading these chapters, students are advised to consult the text and confirm their selected answers. The anticipation guide created prepares students to read by activating their prior knowledge and asking them what they think about certain ideas. The strategy inspires lively discussions that not only prepare students to read but also allows them to see how their ideas and beliefs compare with those of their classmates, the author, and society at large.

Pre-reading—pre-reading guides

The pre-reading guide is another strategy used to assist students in previewing the text. Students are assigned to work in groups of three to complete the pre-reading guide (see Appendix B). Prior to reading, students are asked to examine the front and back covers as well as any illustrations present in the book. As a group, students are asked to preview the text for any bold or italicized vocabulary and for subheadings. The groups are asked to make predictions about chapters one and two using the first sentence in chapter one and the last sentence in chapter two, as well the topic sentences.

Guided reading

When readers are not able to handle difficult texts on their own, a teacher supports their efforts to make meaning by guiding their interactions with...
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